Tag Archives: vocabulary

Reading Update

This past week in reader’s workshop, we looked at words that were important to our topic. We practiced with a non-fiction book about Earth Day. We found the words recycle, pollution, electricity, and conserve to be important words. These words helped us learn and teach others about what we read about. We kept track of our book’s important words on a reading bookmark.

We remembered how important it is to understand what we are reading and with some of these new topics and tricky vocabulary words, we needed to use some of the tools that nonfiction books provide for us to figure out what the new words mean.  We checked out the glossary for definitions, but also looked at the pictures, checked to see if there were any captions on the page, and reread the words in that section to look for clues.  We also remembered that we should think about our topic, use our accuracy strategies, try spot and dot, and check out the word ending when we come to a tricky word.

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This week, when we picked out our books, we picked a topic with our partners.  It made it really fun to meet with our reading partners this week and share what we already know and then to touch base throughout the week and see what new things we had each learned and compare our books with each other.

Mrs. Stadt :)

Reading Update

In Reader’s Workshop, we have become experts on so many topics. Two weeks ago, we worked on looking carefully at the words in our books.

First, we learned how important it is for us to be talking to our reading partner about our topic and all that we learn!  The more we talk the better comprehension we have.  We can also help our partner by sharing our reactions to their learning and asking more questions!  Throughout the week different partner groups were recorded and displayed on the projector for all of us to learn from!

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Later in the week, we compared the books in our book box. In two of our Earth books, we noticed that they taught the same thing. They both taught us that we should turn off the water when we brush our teeth to conserve this precious resource.  We also saw something different about our Earth books. One book taught us about many ways to save the Earth, and the other only focused on water.

At the end of the week, we looked at words that were important to our topic. We practiced with a non-fiction book about Earth Day. We found the words recycle, pollution, electricity, and conserve to be important words. These words helped us learn and teach others about what we read about. We kept track of our book’s important words in our reading notebook.

Finally, we remembered that we should think about our topic, use our accuracy strategies, spot and dot, and check out the word ending when we come to a tricky word.

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Mrs. Stadt :)

Reading Update

This week, each student was able to take part of a reading group.  So, during our reading block, we have four blocks of time.  Each student was in a reading group for one block, read to self for one block, and then had the chance to make a choice during the other two reading blocks.  They could choose among read to self, listen to reading, or word work.

We added more to our Word Work baskets.  The students learned how to search through their poems for words with key features that we have studied (spelling words, short vowels, etc.).  This will be one of the activities that they will have the opportunity to work with if they choose to do Word Work during our reading block.

We also discussed how good readers work on expanding their vocabulary.  As a classroom, we are working to find our students’ strengths and areas to work on when dealing with vocabulary.  We have learned there are many ways to describe a word and we use a tool that helps us remember.  We call it:

How Well do you Know a Word?

  • Green Group: What kind of thing is it? In which family does it belong?
  • Blue Do: What does it do? What do you do with it?
  • Look Like: What does it look like, feel like, taste like, sound like, smell like?
  • Made Of: What is it made of? What does it come from?
  • Pink Parts: What are the parts of the object? What can go with it?
  • White Where: Where do you find it?
  • What Else: What is something else you know? Do you have any connections to this word? Do you have a story about this word?

The kids have helped me describe all about a few different words, one of which is snow.  They came up with all sorts of information they knew about snow, the only tricky part was knowing how to describe the parts of it.  This is tricky when their aren’t many parts to an object and we have to think about what can go with it.  A classic first grade response was: water, ice and flakes.

Mrs. Stadt :)